Tatyana Yakshimbetova
Information and communication technologies in the educational process of preschool educational institutions

One of the priority areas informatization process modern society is informatization of education - the process of ensuring the education sector methodology and practice of development and optimal use of modern information technologies oriented towards the implementation of psychological and pedagogical goals of training and education. System education makes new demands on the upbringing and training of the younger generation, the introduction of new approaches that should contribute not to replacing traditional methods, but to expanding their capabilities.

Informatization of preschool education is a complex, multifaceted, resource-intensive process, in which children, teachers, and the administration of the preschool educational institution participate.

This is the creation of a single information educational preschool educational institutions ; and use information technologies in the educational process; and development of integrated activities; and project activities; and active use of the Internet in education.

Informatization of preschool education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative educational ideas educational process.

Application information and communication technologies in preschool education is becoming more and more relevant, as it allows the means of multimedia, in the most accessible and attractive, playful form, to achieve a new quality of knowledge, develops the logical thinking of children, enhances the creative component of educational work, maximizing the improvement of quality education among preschoolers.

The use of ICT does not include teaching children the basics Informatics and Computer Science. This is before Total:

Conversion subject-development environment

Expanding the ability to understand the world around us

Using new visuals

Use of ICT in preschool educational institutions

as a means of supporting OOP

as a means of interactive learning

System development incorporating ICT

as a means of interaction with society

as a means of interaction with the families of pupils

Activities

Work with children

Working with parents

Work on self-education

Importance of using ICT

Unlike usual technical means of training information communication technologies allow not only to saturate the child with a large number of ready-made, strictly selected, corresponding way organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood is the ability to independently acquire new knowledge. For today information Technology significantly expand the capabilities of parents, teachers and specialists in the field of early learning. Possibility of use modern computer allow the development of the child’s abilities to be most fully and successfully realized.

Ever since a child first sat down in front of a computer monitor, there have been debates about the benefits and harms of early teaching children to play games according to certain rules and the basics of computer literacy.

Arguments "behind"

provide a person-centered approach

promotes the child's intellectual growth;

the so-called "sign function of consciousness";

voluntary memory and attention improve;

cognitive motivation is formed;

motor coordination and coordination of the joint activities of the visual and motor analyzers.

ability to independently acquire new knowledge

development of voluntary motor skills of the fingers

Arguments "against"

exposure to electromagnetic radiation from the monitor;

sitting for long periods of time;

and as a consequence of this - the appearance of fatigue,

nervous-emotional tension

Areas of application of ICT for development preschoolers:

1. Using the global Internet

Modern education It’s hard to imagine without the resources of the Internet. The Internet has enormous potential educational services. Email, search engines, electronic conferences are becoming an integral part of modern education. You can find it on the Internet information on problems of early learning and development, about innovative schools and kindergartens, foreign early development institutes, establish contacts with leading experts in the field education. Therefore, in recent years there has been a massive introduction of the Internet not only in school, but also in preschool. education. The number is increasing information resources in all areas of children's education and development.

Using Internet resources allows you to do the educational process for preschoolers is information-intensive, spectacular, comfortable. Informational-methodological support in the form electronic resources can be used when preparing a teacher for classes, for example, to study new techniques, when selecting visual aids for GCD

2. Using a computer to keep records

A computer can provide an invaluable service to educators and “advanced” parents in drawing up all kinds of action plans with the help of organizing programs, keeping an individual diary of a child, recording various data about him, test results, building graphs, and generally monitoring the dynamics of the child’s development. This can be done manually, but the time costs are not comparable.

3. Use of educational computer programs

The computer can enter a child's life through play. Game is one of the forms of practical thinking. In the game, the child operates with his knowledge, experience, impressions, displayed in the social form of game methods of action, game signs that acquire meaning in the semantic field of games. The child discovers the ability to assign neutral (up to a certain level) object with game value in the semantic field of the game. It is this ability that is the most important psychological basis for introducing a computer into play for a preschooler as a gaming tool.

Benefits of use computer:

presentation information on a computer screen in a playful way arouses great interest in children;

carries within itself figurative type of information, understandable to preschoolers;

movements, sound, animation attract the child’s attention for a long time;

allows you to simulate life situations that cannot be seen in everyday life

problematic tasks, encouraging the child to solve them correctly with the computer itself are a stimulus for the cognitive activity of children;

V process Through his activities at the computer, the preschooler gains confidence in himself and in the fact that he can do a lot;

4.Usage multimedia presentations

The most effective form of organizing work with a computer in kindergarten is conducting media classes using multimedia presentations.

Multimedia presentations, which are built taking into account the age characteristics of preschoolers, including entertaining questions, games, and colorful animated slides, are excellent assistants when conducting educational activities. They make it possible to optimize pedagogical process, individualize the education of children with different levels of cognitive development and significantly increase the effectiveness of psychological and pedagogical activities.

Multimedia presentations are a convenient and effective way of presenting information using computer programs. It combines dynamics, sound and image, i.e. those factors that hold the child’s attention for the longest time.

Any basis modern presentation– relief process visual perception and memory information through vivid images. Forms and place of use of the presentation (or even a separate slide of it) in a lesson depend, of course, on the content of this lesson and the goal set by the teacher.

The use of computer slide presentations in process teaching children has the following dignity:

implementation of multisensory perception of material; – the ability to demonstrate various objects using a multimedia projector and projection screen in a many times enlarged form;

combining audio, video and animation effects into a single presentation helps compensate for volume information received by children from educational literature;

the ability to demonstrate objects that are more accessible to the intact sensory system;

activation of visual functions, visual abilities of the child; – computer presentation slide films are convenient to use for output information in the form of printouts in large print on a printer as handouts for classes with preschoolers.

Each presentation may include not only slides with pictures and text, but also clips, recordings of the speech of the teacher conducting the educational activities, cartoons, etc.

The use of new unusual methods of explanation and reinforcement, especially in a playful form, increases children’s involuntary attention and helps develop voluntary attention. Due to the high dynamics, material is effectively absorbed, memory is trained, vocabulary is actively replenished, and the imagination and creativity.

By mastering the skills of creating presentations, the teacher gradually enters the world of modern technologies. It is also possible to completely build a move directly - educational activities on the slide, which saves time and facilitates the use of material for the development of verbal and logical thinking, such as crosswords or puzzles.

Modern society - Information society, developing based on the use of new information technologies

So way, informatization of education opens up new ways and means of pedagogical work for educators.

In conclusion, I would like to say that the use of computer technologies in the activities of a preschool educational institution teacher allows the introduction of innovative processes in preschool education, improve all levels of management in the field education, expanding access to information resources, helps develop computer skills and enhance creative imagination and imagination.

Compiled by: Gamzaeva Ashura Rabadanovna technology teacher of the MKOU "Pervomaiskaya Secondary School" of the Kizlyar district, Republic of Dagestan.

Report on the issue:

« Application of information and communication technologies (ICT) in technology lessons . »

The use of information and communication technologies opens up new opportunities for teachers in teaching their subject, allows them to increase the effectiveness of learning, the intellectual level of students, instill self-learning and self-organization skills, and facilitate the solution of practical problems. The teacher has the opportunity to increase visibility in the teaching process. The use of computer technology in lessons allows us to make each lesson unconventional, bright, rich, and easy to remember.

Goals of using information technology in the classroom:

make the lesson modern (in terms of the use of technical means);

bring the lesson closer to the worldview of a modern child, since he looks and listens more than reads and speaks; prefers to use information obtained using technical means;

establish relationships of mutual understanding and mutual assistance between teacher and student;

help the teacher to present the material emotionally and figuratively.

Currently, the use of modern educational technologies, including information and communication technologies, which ensure the personal development of the child by reducing the share of reproductive activity in the educational process, can be considered as a key condition for improving the quality of education, reducing the workload of students, more effective use school time.

The use of ICT in technology lessons allows you to diversify the forms of work and student activities, activate attention, and increase the creative potential of the individual. Building diagrams and tables in a presentation allows you to save time and design the material more aesthetically. Use of illustrations, drawings, etc. foster interest in the lesson; make the lesson interesting. In technology lessons, the use of ICT allows the use of a variety of illustrative and informational material.

Using a multimedia project, slides and presentations created in Microsoft program Power Point. Using this technology allows you to:

Increase the level of visibility during training;

Revive the educational process, introduce elements of entertainment;

Save a lot of time in class.

Schoolchildren enjoy working with the computer and are happy to participate in activities. Stimulation of cognitive interests among schoolchildren is caused by the novelty of visual teaching aids.

The use of computers is effective at all stages of the pedagogical process: at the stages of presenting educational information, mastering educational material in the process of interactive interaction with a computer, repeating and consolidating acquired knowledge and skills, intermediate and final control and self-monitoring of achieved learning results. This approach allows you to individualize the learning process.

Research in recent years has shown that people learn 20% of what they hear, 30% of what they see, and more than 50% of what they see and hear at the same time. Therefore, ICT elements are very important and need to be introduced into a traditional lesson.

Competence of a modern teacheris a complex personal resource that provides the opportunity for effective interaction in the educational space and depends on the professional competencies necessary for this.

The use of ICT in technology lessons allows you to diversify the forms of work and student activities, activate attention, and increase the creative potential of the individual. Construction of diagrams, instructionskart,tables in a presentation allows you to save time and design the material more aesthetically. Use of illustrations, drawings, etc. foster interest in the lesson; make the lesson interesting. In technology lessons, the use of ICT allows the use of a variety of illustrative and informational material. ICT is appropriate to use when studying individual topics and sections of the labor training technology program. This is due to the following factors:

1. This educational area provides, first of all, for the formation and improvement of practical skills in methods of processing materials, modeling and design. Consequently, more time should be devoted to the practical activities of students in the classroom.

2. Insufficient number of multimedia discs in the school media library. The available discs have a narrow thematic focus and are not without a number of advantages. Such as the professionalism of the programmers, beautiful graphics, contain good animation, are multifunctional, etc. But for the most part they do not fit into the outline of this particular lesson of a particular teacher. With their help, it is impossible to achieve all the goals set by the teacher in the lesson.

All work done during the lesson with all the notes and notes made on the board can be saved on the computer for later viewing and analysis, including in the form of a video recording. A teacher working with an interactive whiteboard can increase the level of perception of material through a combination of various forms of information transmission - visual and audio. During the lesson, he can use bright, multi-color diagrams and graphics, animation accompanied by sound, interactive elements that respond to the actions of the teacher or student. If necessary, if there are students in the group with low vision, the teacher can enlarge one or another element shown on the board. Visualization and interactivity are the main advantages of an interactive whiteboard. Interactive whiteboards correspond to the way of perceiving information that distinguishes the new generation of schoolchildren, computers and mobile phones, which has a much higher need verification work, independent work).

Thus, new information technologies, used methodically correctly, increase the cognitive activity of students, which undoubtedly leads to increased learning efficiency.

Use of information and communication technologies (ICT) in the educational process contributes to:

Developing students' interest in the subject being studied;

Stimulating the activity and independence of students in preparing materials, working with literature, and extracurricular activities;

Formation of teamwork skills when discussing problems;

Ensuring objective control of knowledge and the quality of student learning.

Computers can help you save time and make your work more efficient: search for information, solve more problems (and reduce homework), analyze results, use graphic capabilities computers, contribute to the development of students’ interest in the subject being studied, stimulation of cognitive and creative activity and independence of students, the formation of communication skills, ensuring objective control of knowledge, the quality of student learning.

ICT has the following advantages:

allows you to increase the effectiveness of visual clarity;

makes it possible to use clarity both for front-line work and for individual activities;

the possibilities of visual and auditory perception are expanding (not only still images, but also animation and sound);

The Internet allows you to access additional information and, using it, diversify the types of tasks;

working with an electronic textbook allows you to more clearly organize the development, training and control of the material being studied;

makes it possible to develop the creative abilities of students, diversify their creative activities (creating presentations, projects, essays, etc.);

compactness of accumulation and storage of information;

mobility;

demonstration of hard-to-access material (virtual laboratories, virtual excursions, etc.);

provides the widest opportunities for self-testing at all stages of work;

fast processing of results;

helps to increase cognitive activity and motivation in acquiring knowledge through a variety of forms of work;

independent work of students becomes controlled and manageable;

ICT makes it easy to extend a teacher’s work experience and his model of teaching a particular academic discipline to other teachers.

When presenting new material, the presentation becomes my assistant, because... The presented material is partially shown on the slides, and I can only supplement it, add my comments and explanations to the most difficult moments and images.

The use of multimedia presentation in the educational process allows you to improve the quality of learning and save time spent on methodological activities.

Presentations can be used to explain new material, to review covered material, and to organize ongoing monitoring of knowledge (presentations-surveys). Presentation-surveys contain questions-tasks addressed to students; they may include materials displaying key experiments of the topic covered or demonstrating a studied physical phenomenon. The question for the student is contained in the title of the slide; comments and explanations to the drawings are given by the teacher during the presentation. Such survey presentations can be designed for a frontal oral survey of students or a frontal individual written survey (test, written test, independent work).

PSYCHOLOGICAL AND PEDAGOGICAL ASPECT

The use of multimedia products is relevant because schools, as a rule, do not have the necessary set of tables, diagrams, reproductions, and illustrations. However, the expected effect can be achieved if certain requirements are met:

recognition - compliance with the information provided;

dynamics - the timing of the demonstration should be optimal. It's important not to overdo the effects;

well-thought-out image video algorithm ;

optimal size - this applies not only to the minimum, but also maximum sizes, which can have a negative impact on the educational process, contribute to faster fatigue among students;

optimal number of presented images on the screen. You should not get carried away by the number of slides, photos, etc., which distract students and prevent them from focusing on the main thing.

CONCLUSION

It is undeniable that in a modern school a computer does not solve all problems; it remains just a multifunctional technical teaching tool. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each student a certain stock of knowledge, but, first of all, to create conditions for the manifestation of students’ cognitive activity. But information technologies, in combination with correctly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of training and education.

Literature:

1. Friedman L.N. Visualization and modeling in teaching - M.: Education, 1984.

2.Babansky Yu.K. How to optimize the learning process. -M.: Education, 1998.

3. Matyushkin A.M. Problem situations in thinking and learning. -M.: Education, 1982.

4.Pikasisty P.I. Independent cognitive activity of schoolchildren in learning - M.: Education, 1990.

Svetlana Durakova

We present to your attention the dissemination of work experience.

« Use in educational activities information and communication technologies»

Informatization society has significantly changed the practice of everyday life. In kindergarten, the same changes are reflected as in a mirror.

Therefore, the goal of our work is the use of information and communication technologies in educational activities is, quality improvement education through active implementation in educational educational process of information technology.

At use ICT solves such problems How:

Activation of cognitive, creative activities;

Achieving the goals of training and education with the help of modern electronic educational materials;

Skill development self-education and self-control;

Increasing the comfort level of preschoolers;

Reducing didactic difficulties in children;

Increasing the activity and initiative of children both during educational activities and in free activities

Acquiring computer skills.

How relevant is the topic? use of information and communication technologies in the field of education.

Our children now come to kindergarten, one might say, with the initial skills of mastering new technologies. Many of them know how to use gadgets better than you and I, teachers.

But, if computerization of the school education In our country, it already has a history of almost twenty years, but in kindergarten the computer has not yet turned into a well-mastered tool for teachers. However, every year modern information Technology they are becoming increasingly integral to our lives. Accordingly, we must keep up with the times, become guides for the child into this world of new technologies.

What is ICT?

The combination of ICT is associated with two types technologies: information and communication.

Information technology - a set of methods, methods and means ensuring storage, processing, transmission and information display and aimed at increasing labor efficiency and productivity. At the present stage, methods, methods and means are directly interconnected with the computer (computer technologies) .

Communication technologies determine methods, ways and means of human interaction with the external environment (communication, communication).

The computer also has its place in these communications. It provides comfortable, individual, diverse, interaction of communication objects.

Connecting information and communication technologies, projecting them onto educational practice, it should be noted that the main task facing their implementation is the adaptation of a person to life in information society.

Information Technology, it’s not only and not so much computers and their software.

ICT means using a computer, Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

Where can ICT help a modern teacher in his work?

This is working with children, working with parents and working with teachers.

By creating a unified database of methodological and demonstration materials, the teacher has more free time.

Today, many kindergartens are equipped with computer labs. But still none:

Methodology use of ICT in the educational process,

Systematization of computer development programs,

Unified program and methodological requirements for computer classes.

Today this is the only type activities, not regulated by special educational program . Teachers have to independently study the approach and implement it in their activity.

However usage ICT does not provide for teaching children the basics Informatics and Computer Science.

For us this is before Total:

transformation subject-development environment

Creation of new means for the comprehensive development of children

use of new visibility

So way, use of information technology in the educational process not only expedient, but will also allow one to achieve one of the goals that he sets for teachers "The concept of modernization education» – preparation of a versatile, developed personality.

So how do I do my work? I use information and communication technologies:

In his activities I have highlighted the following directions use of ICT, which are available to work with preschoolers:

Creation of presentations;

Working with Internet resources;

usage ready-made training programs;

For this I I use a variety of equipment:

TVs with DVD set-top boxes,

Computer

Multimedia projector

Printer

Record player

Video and photo camera

Working with parents I use presentations for leisure, theatrical performances, children's parties and parenting meetings.

Working with children: organization of direct educational activities, joint activities of a teacher with children, viewing multimedia.

Selection of illustrative material for classes, design of parent corners, transformation subject-developmental environment of the group, informational material for the design of stands, moving folders.

Selection of additional educational material for classes, familiarization with scenarios for holidays and other events.

Exchange of experience, acquaintance with periodicals, the developments of other teachers.

In preparation for classes, when searching for material regularly I use Internet resources, where many pedagogical technologies, work experience of teachers, the most varied visual, music and video material.

preparation of group documentation (lists of children, information about parents, diagnostics of children's development, monitoring of program implementation, etc., reports. I use a digital version of writing calendar and thematic plans. Planning is carried out in accordance with the Federal State Educational Standard.

The computer will allow you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.

Create presentations in Power Point to increase efficiency educational classes with children and pedagogical competence of parents in the process of conducting parental meetings.

Design of booklets, group business cards, materials in various areas activities.

Creation Email, maintaining your own section on the preschool educational institution website.

Let's not forget that when organizing a child's work on a computer, it is necessary to take into account many factors. The computer develops many intellectual skills, but we must not forget about the norm.

Sanitary standards:

Continuous duration of work with a computer in educational game classes

For children 5 years old should not exceed 10 minutes

For children 6-7 years old - 15 minutes

For children with chronic pathology, who are often ill (more than 4 times a year, after suffering illnesses for 2 weeks, the duration of computer classes should be reduced:

For children 5 years old up to 7 minutes,

For children 6 years old - up to 10 minutes.

To reduce the tediousness of computer classes, it is necessary to ensure a hygienically rational organization of the worker places: furniture suits the child’s height, sufficient level of illumination.

The video monitor screen should be at eye level or slightly lower, at a distance of no closer than 50 cm.

A child wearing glasses must use them while using the computer. Unacceptable usage one computer for simultaneous activities of two or more children.

Computer classes for children are carried out in the presence of a teacher or parent.

So way, I come to the conclusion that they contribute to better assimilation of the material, help to study the necessary material in a playful, fairy-tale form. Besides information and communication technologies contribute to increasing cognitive interest, activate thinking children's activities. Use of information technology helps the teacher increase children's learning motivation.

I believe, that use of modern information and communication technologies in teaching preschoolers expedient. This allows, in the short time allotted for direct educational activities, cover the material more widely, present it more interesting and relevant. In addition, children perceive animated and video materials with pleasure, and knowledge is acquired in a relaxed manner.

Thank you for your attention!

Information and communication technologies (ICT)-- a set of technologies that ensure recording of information, its processing and information exchanges (transmission, distribution, disclosure).

Information technology is a set of methods and software and hardware designed to reduce the complexity of the process of using information.

Information technologies are methods and means of obtaining, transforming, transmitting, storing and using information.

Information technologies also mean software, hardware and devices operating on the basis of microprocessor and computer technology, as well as modern means and information exchange systems that provide operations for collecting, producing, accumulating, storing, processing and transmitting information.

The emergence of information technologies is associated with the following achievements: the emergence of new means of storing information, the development of communications, the possibility of automated processing of information using a computer.

A better term for computer-assisted learning technologies is computer technology. Computer (new information) teaching technologies are the process of preparing and transmitting information to the learner, the means of which is the computer.

ICT includes computers, software and electronic communications. ICT often also includes technologies for management consulting and design of business and administrative processes, since design results usually involve the use of computers and electronic communications.

Information technologies are divided into three groups: saving, rationalizing and creating (creative) information technologies save labor, time and material resources (printer, scanner, copier).

Rationalizing information technologies are automatic search and order systems (book search systems in libraries).

Creative information technologies include a person in the process of working with information (text editor).

Information technologies can be classified according to their functional purpose. A. V. Dvoretskaya identifies the following types of information technologies: presentations, educational games and developmental programs, didactic materials, simulator programs, virtual experiment systems, electronic textbooks, electronic encyclopedias.

Presentations are the most common type of presentation of demonstration materials. Presentations are electronic filmstrips, but, unlike conventional filmstrips, they can include animation, audio and video fragments, elements of interactivity, that is, a reaction to user actions can be provided. Presentations are especially interesting because they can be created by any teacher who has access to a computer with minimal time. They are actively used to present student projects.

Educational games and developmental programs are aimed at preschoolers and primary schoolchildren. This type includes interactive programs with a game scenario. By performing various tasks during the game, students develop fine motor skills, spatial imagination, logical thinking and, possibly, gain additional skills when working on the keyboard.

Didactic materials - collections of tasks, dictations, exercises, as well as examples of abstracts and essays presented in electronic form, in the form of a simple set of file texts.

Simulator programs perform the function of didactic materials. Modern simulator programs can track the progress of the solution and report errors.

Virtual experiment systems are software systems that allow a student to conduct experiments that would be impossible for safety or financial reasons.

Electronic textbooks and training courses combine all or several of the above-described types of training programs into a single software package.

Electronic encyclopedias combine the functions of demonstration and reference materials. In accordance with their name, they are an electronic analogue of conventional reference and information publications. Unlike their paper counterparts, such encyclopedias have additional properties and capabilities: they support a convenient search system by keywords and concepts, convenient system navigation based on hyperlinks, the ability to include audio and video fragments.

In the elementary grades, a teaching tool such as visualization is used. Visualization is the leading tool in learning. Visual aids ensure the complete formation of any image or concept and thereby contribute to a more solid assimilation of knowledge and understanding of the connection between scientific knowledge and life. Visibility helps students develop an emotional and evaluative attitude towards the knowledge being communicated, increases interest in knowledge, makes the process of assimilation easier, and maintains the child’s attention. There are the following types of visualizations.

*pictorial and pictorial-dynamic clarity - these are paintings, drawings, photographs, transparencies, films. The function is to introduce facts, objects, phenomena through their display.

*Sound clarity (recordings, tape recordings, radio); function - reproduction of sound images.

*mixed visualization - educational, sound film; function - recreating the most complete live representation of the action.

*Educational films and film fragments - they serve to systematize and generalize knowledge. Demonstration of the film is an organic part of the lesson and is combined with other teaching methods and independent work of students.

*Educational filmstrips are static images on film, united by a single storyline and, therefore, having a certain sequence presentation of topic material. Filmstrips can be used at all stages of the learning process.

*Training transparencies are a photographic positive image on film placed in a special cardboard or plastic frame. They serve as material for testing students' knowledge and for conducting oral and written essays.

*Recordings are used to record excerpts and plastics from musical works. You can perform morning exercises using special recordings.

*Television is a television program that is used in the educational process. They constitute learning processes tailored to the curriculum; They are used in lessons and used in extracurricular activities.

Currently, our country has begun to use technical means of education. G.M. Kojaspirova understands technical means as devices and instruments that serve to improve the pedagogical process, increase the efficiency and quality of teaching by demonstrating audiovisual means.

Let us list the main classifications of technical teaching aids identified by Kodzhaspirova:

By functional purpose;

According to the principle of design and operation;

By type of training;

According to the logic of work;

By the nature of the effect on the senses;

By the nature of the presentation of information.

According to their functional purpose, technical teaching aids are divided into technical means of transmitting educational information (overhead projectors, tape recorders, televisions, players, etc.), knowledge control ( special programs, video recorders), training (keyboard on the simulator), training and self-study (TV and curriculum), auxiliary ( electronic board, electromagnetic recorders) and combined (language devices, closed-circuit television systems, computer systems). According to the principle of design and operation, technical teaching aids can be mechanical (clock model), electromechanical (sewing machine), optical (telescopes), sound (player), electronic (multimedia TV) and combined (tape recorder). By the type of training, technical devices are distinguished: individual (presentation), group (TV), and continuous. According to the logic of operation, technical teaching aids can have a linear program, that is, they do not depend on feedback (educational presentations, television, television programs); and with an extensive program, providing various modes works (electronic textbooks).

Based on the nature of the impact on the senses, visual (pictures), audio (projector) and audiovisual (TV) technical teaching aids are distinguished. Based on the nature of information presentation, technical teaching aids can be divided into screen (pictures), sound (recording, projector), screen-sound (video recording). Training programs are becoming widespread in schools personal computers, which can be used in teaching any subjects. These programs are adapted to the age and individual characteristics of students. Personal training computers are equipped with a clock and can operate in tutor and examiner mode, independently identify and analyze errors, and offer training exercises to practice skills. However, many computers are mounted on cathode ray tubes, which negatively affect vision, so schoolchildren are not recommended to work with them for more than one lesson a day. Before using educational technology, students must be taught how to use it. Teaching aids act as the subject of learning. During the initial introduction, students often pay great attention to studying the display and other equipment. To increase the effectiveness of the first lesson, according to Bazhenova, it is necessary to specifically teach students to work with new tools, prepare them to perceive and remember information, provide instructions, give cognitive tasks, check readiness for work and clearly define the goals of work, objects of assessment and control. One of the brightest components of the environment in which a modern child grows up is the so-called information technology. This word is used as an analogue of the term media - a means of mass communication (computer systems, television, radio, print, etc.). And no matter how small the child is, all these means are present almost every day in his life, they play a great role in the formation of his ideas about the world, and develop him morally and aesthetically. Our research in this area indicates that the study of modern media by children can not only form their ideas about the functioning and role of mass media in our lives, but, above all, provide a unique means of development for the child himself. In the process of working with a media text (film, TV show), many skills and abilities acquired by children in classes in other types of art are activated, emotional responsiveness, attention, the ability to analyze, and correctly express their emotions through words are developed. All this gives us the right to conclude that media education of students allows not only to use new technologies in the educational process, but also to systematize, synthesize knowledge and skills, and form the media culture of students. Bazhenova also highlights in her article what a person should know when entering the computerized world theoretical basis computer science and be able to use a computer in their professional activity. The school is obliged to prepare children for life in modern society, therefore, the problem of computerization of education should become a leading one in the educational process. The student must overcome the mental barrier of computer illness. To solve this problem, it becomes necessary to introduce children to computers early, not at the level of excursions and games, but in the form of regular classes. The programs used must be rational, effective and compatible with the core curriculum. The computer will not only affect all areas of the child’s personal development when he has a program that corresponds to the methods and techniques of each specific teacher. Consequently, the teacher himself must take part in the development of the necessary software. According to Pavlova, one of the important conditions for improving the quality of the auxiliary process in general, and the lesson in particular, the successful acquisition of knowledge by children, the formation of their skills and abilities, is the use of information technology teaching aids, which contribute, first of all, to a better implementation of the principle of visibility in teaching. At the same time, information technology teaching aids (ITSO) make it possible to collectively influence the senses, develop thinking, activate creative abilities, cultivate interest in classes, and, in general, educate and form educated citizens of our society. The most effective and most emotionally affecting means of visualization is cinema. Educational films and videos serve to systematize and generalize knowledge, highlight individual issues of the topic, and contain factual material for the formation of ideas. Educational films - videos should not be considered as a method of visual illustration; they carry educational information. A computer is a powerful means of influencing the human psyche. Thanks to modern technology, the creation of various visual illustrations and sound accompaniment, fascinating children's encyclopedias are already appearing on the computer today, allowing the child to “travel” around the world, etc.

All types of teaching aids carry a different didactic load, helping students create a holistic picture of the historical past, deepen and systematize knowledge, develop skills, and optimize the educational process. The use of a variety of teaching tools, both traditional and new technologies, can provide significant support to the teaching process in primary school and will improve the quality of student learning.

Technical teaching aids have been included in our educational institutions for quite some time and during the second half of the 19th century they became widespread. Thematic electronic publications on history, encyclopedias, albums, textbooks, and sets of multimedia presentations are published. Such materials are based on electronic media and are projected onto a screen using a multimedia projector. Multimedia is a modern computer technology that allows you to combine text, sound, video, graphics and animation in a computer system.

Modern humanity has become involved in a general historical process called information. In this period of development of society, the production of information becomes the main activity, and computerization acts as part of this process. Information is becoming the main resource of scientific and technological development and socio-economic development of the world community, significantly influencing the acceleration of the development of science. New information technology teaching aids (ITTE) in the field of education are one of the leading factors in personality formation.

The concept of information is fundamental in this process. With the advent of modern computer technology, information began to act as one of the most important resources of the scientific and technical process. The concept of information is used in all areas: science, technology, culture, sociology and everyday life.

New information and technical means, based on the principles formulated by B.E. Paton, V.I. Gritsenko and B.I. Panshin, are defined as a set of fundamentally new systems and methods of data processing implemented in the system of organizational management of education and in the training system, which represent integral training systems and display of information products at the lowest cost and in accordance with the laws of the environments in which they develop. [Cit. from 13.110s.]

The following areas of new information technology teaching aids are currently being developed:

1) universal information technologies (text editors, graphic packages, database management systems, spreadsheet processors, modeling systems, expert systems, etc.);

2) computer telecommunications;

3) computer training and monitoring programs, computer textbooks;

4) multimedia software products.

There are computer and e-learning. According to Kodzhaspirova’s definition, computer training is a training system in which a computer is one of the technical means of teaching. E-learning is learning using systems and devices of modern electronics.

All developmental training programs are aimed at activating the subject educational activities. We want to see the elementary school student independent and proactive, striving to develop his habits, diverse needs, and inclinations. When you start talking about the possibility of using new information technologies (NIT) in this regard, in other words, computer technology.

According to Molokova, the use of new information technologies can transform the teaching of traditional academic subjects, rationalizing child labor, optimizing the processes of understanding and memorizing educational material, and most importantly, raising children’s learning to an immeasurably higher level. The computer is able to quickly and effectively teach children to independently work with large texts, which is what secondary schools require from primary schools when issues of continuity are discussed. The computer is also a powerful stimulus for the creativity of children, including the most infantile or disinhibited.

With the help of information technology, it is possible not only to provide information, but also to receive it from the user. Information technology can enable learning anywhere and anytime, making it a powerful tool for learning learning materials in education. According to many experts, new information technologies can make a revolution in learning very likely. They, information technologies, help children become more active and independent students, allow them to learn from each other and have access to the widest range of information.

Information technology is seen as a possible means that allows for the greatest accessibility to educational resources. The rapid process of informatization of the education system makes it possible to use information technologies in most lessons, including in the “World around us” lessons. The use of information technologies provides support for the educational process, makes it possible to realize the educational, developmental and educational goals of education, taking into account the learning conditions and the specifics of the subject area, allows you to fill in the content and evaluative-controlling side of the learning process.

The specific features of information technologies make it possible to assess their role in achieving the goals of education for primary schoolchildren. Firstly, information technologies complement the content and methodology of studying material, which increases the possibility of enriching and systematizing students’ sensory experience. Especially in cases where in a real learning situation this perception is impossible or difficult. For example, a demonstration of the dynamics of development of such a natural object as a frog (observation of individual, hidden moments).

Secondly, information technology provides the conditions for an individualized learning process for both students with learning difficulties and successful students. For example, each topic offers tasks of different difficulty levels.

Thirdly, the level of clarity is much higher than in textbooks with printed base. Moreover, the visibility is of a higher level, since it is implemented using animation, sound, and video clips.

In addition, information technologies ensure that the teacher creates a favorable intellectual background for learning, especially necessary for high-achieving students.

Information technologies perform a number of didactic functions: educational, developmental, educational. The educational function is focused on the formation of knowledge, skills and abilities that ensure the readiness of younger schoolchildren for further education, for the conscious assimilation of knowledge of natural science and social science content.

The developmental function is focused on the formation of the most important components of educational activity in the process of studying the surrounding world. As a result of schoolchildren’s work using information technology, the developmental effect of learning is enhanced: the formation of qualitative characteristics of perception, imagination, attention, memory and especially thinking.

The educational function determines the possibility of forming correct relationships with the outside world. Its aesthetic, moral, ethical and legal standards. The possibility of individual work with information technologies creates a favorable condition for the development of educational and cognitive motivation, conscious personal acceptance of norms in the natural and social environment.

Using information technology, the teacher pursues the following goals: firstly, providing content and technological support for the basic means of teaching, strengthening the visual basis for the formation of natural science and social science knowledge in younger schoolchildren. Secondly, the formation of a general culture and erudition of younger schoolchildren, ensuring the creation of a prosperous intellectual background for learning. Thirdly, the formation of the information culture of students, familiarizing them with self-education. And, fourthly, the development of students’ cognitive interests, deepening their interest in studying the “World around us.”

There are various forms of organizing training using information technologies.

The classroom-lesson system, with a focus on teacher guidance in the process of acquiring new knowledge, remains today the main task of organizing education.

It is necessary that information technologies fit organically into existing system organizational forms and means of training, expanding the capabilities of traditional ones and laying the preconditions for the development of new forms of training.

Depending on the characteristics of the communicative interaction between the teacher and students, there are individual and frontal forms of organizing learning. The frontal form of teaching involves the whole class working on the implementation of a specific didactic task, the achievement of which becomes possible with the active interaction of students with each other. With this form of learning organization, students complete a task common to all at the same pace. This feature should be taken into account when using demonstrations and when conducting group games. Collective and group work differ, firstly, in the number of participants, and secondly, in the style of their interaction. In the collective form of educational organization, the class is considered as a single educational team, united by a common goal and a common result of activity, with strict adherence to the rules of cooperation between management and subordination. In elementary school, the leader is often the teacher. He “conducts” a dialogue, asks questions, sets tasks, helps find a way to solve them, and takes on the function of control and evaluation.

It is this form of organization that is appropriate when working with demonstration material. The teacher displays demonstration material on a common screen or on computer screens and conducts a conversation based on it. The group type of frontal work offers an equal distribution of roles between students. The contribution of each student to solving the task constitutes the overall result of joint activity. This form can be used when working with story games.

When building an individual form of training, the teacher can use any existing, modified, or developed exercises based on special templates. An individual task may contain several exercises, the total duration of which cannot exceed 15-20 minutes. The number of exercises is set by the teacher depending on the purpose of the lesson, the student’s level of preparation, and his ability to work on a computer. The teacher can prepare a fragment of the lesson. The purpose of this fragment can be different: it can be used at the beginning of studying a topic, and then working with it precedes working with a textbook and other printed media. A fragment of the computer version of the topic can be used at the stage of consolidating the material after working with printed teaching aids. In this case, it performs the function of supplementing and expanding students’ knowledge, helping to develop the ability to use it in various situations, both reproductive and creative.

A training fragment can be built to solve other problems of the educational process, for example, organizing collective and individual training in the classroom; conducting tests; preparation of differentiated tasks; building an individual form of training.

When organizing an individual form of training, the teacher must select tasks taking into account the real knowledge and skills of a particular student, his psychological characteristics and the pace of learning, the gradual complication of the tasks presented, the presentation of tasks different types, the success of the child’s activities, reliance on his positive achievements, the opportunity to get real results in a short time, providing the opportunity to work in the “zone of near development”, that is, allowing attempts to complete difficult tasks with the help of a teacher, giving the student the right to choose the types of tasks and partner for activities.

Verification and assessment of the achievements of junior schoolchildren is an essential component of the educational process. When using information technology, the results of students completing textual and training exercises are provided in a form convenient for subsequent analysis, which allows us to talk about improving the technology for recording progress and the quality of education.

Based on the specific successes or failures of the student, the teacher develops a plan for further presenting the student with a system of tasks. Thus, a clear definition of learning outcomes makes it possible to predict the direction of each student’s progress in the educational material, adjust the existing methodological system of the teacher’s work, and determine trends in the development of the education system.

Control and assessment in primary school is considered as one of the means of developing positive motives for learning and students’ readiness for self-control. In the process of using information technology, the objectivity of the assessment increases, which can help reduce anxiety and develop the qualities of students' control activities. Sometimes the negative side of a teacher’s activity is his egocentricity, which manifests itself in the bias of assessing not the result, the process of activity, in summing up the results of control based on the “average score”, therefore, transferring the assessment function from the teacher to the computer can contribute to the formation of adequate self-esteem and self-confidence in students , in one's strengths and optimism.

Any control, including that organized within the framework of the use of information technology, creates a certain emotional background and causes a corresponding emotional reaction in the student. Therefore, when using information technology, it is necessary to include carefully thought-out remarks assessing the degree of success of students’ activities. It is especially important that there is no need to provide assessments of the pace of work, the personal qualities of students or the characteristics of their mental processes. Thus, the organization of control and evaluation using information technology is considered as one of the important tasks of improving teaching activities, which must meet modern requirements for the work of a teacher and implement the principles of humanization of individualization of teaching.

Currently, an electronic textbook “Nature. Human. Society”, which can be used in teaching practice with different computer equipment. The most optimal way is to conduct natural science classes in a computer science classroom, that is, in a classroom where students have individual workstations at computers, similar to workplace The teacher also has it. In this case, it is possible to make maximum use of electronic resources teaching aid when organizing various forms of training. Under such conditions, classes using a computer are held once a week with half the class in the class for 15 minutes, the rest of the lesson takes place without the use of a computer. Division into subgroups can take into account the level of mastery of computer skills, for example, students with high level computer skills. They may be given work with tasks of high complexity. Another group includes students with an average or low level of computer skills. They are given tasks that match their computer skills.

Thus, it is possible to organize the activities of students using various forms of work.

Brief description of some pedagogical technologies. What is ICT technology. Possibilities for teachers to use modern Internet computer technologies in preparing and conducting lessons and in developing students’ abilities.

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Modern pedagogical technologies. Speech by mathematics teacher Galina Rafailovna Repp Scientific and theoretical seminar on the topic:

What is “educational technology”? the concept of “pedagogical technology” correlates in domestic pedagogy with the processes of teaching and upbringing, a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; organizational and methodological tools of the pedagogical process. (B.T. Likhachev) systemic set and order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Clarin)

a) conceptual framework; b) content of training: learning objectives - general and specific; content of educational material; c) procedural part - technological process: organization of the educational process; methods and forms of educational activities of schoolchildren; methods and forms of teacher work; the teacher’s activities in managing the process of mastering the material; diagnostics of the educational process. The main structural components of pedagogical technology:

Classification of educational technologies

Any pedagogical technology is information technology, since the basis technological process learning is the receipt and transformation of information. Computer (new information) teaching technologies are the process of preparing and transmitting information to the learner, the means of which is the computer. Information and communication technologies

teachers: source of educational information; visual material; training apparatus; diagnostic and control tool. working tool: a means of preparing texts, storing them; graphics editor; speech preparation tool; computer with great capabilities. The computer performs the following functions:

individualization of training; intensification of students’ independent work; increase in the volume of tasks completed in class; expansion of information flows when using the Internet. increasing motivation and cognitive activity due to a variety of forms of work. Benefits of using ICT

1. Many students and teachers do not have a computer at home. 2. Teachers do not have enough time to prepare for a lesson in which computers are used. 3. Insufficient computer literacy of the teacher. 4. Teachers’ work schedules do not allow time for researching the possibilities of the Internet. 5. It is difficult to integrate a computer into the lesson structure of classes. 6. There is not enough computer time for everyone. 7. With insufficient motivation to work, students are often distracted by games, music, checking PC performance, etc. 8. There is a possibility that, having become interested in the use of ICT in the classroom, the teacher will move from developmental teaching to visual and illustrative methods. Existing shortcomings and problems in the use of ICT

A combination of traditional teaching methods and modern information technologies can help the teacher in solving this difficult problem. It is necessary to teach a child to master, transform and use huge amounts of information in practical activities. It is very important to organize the learning process so that the child actively, with interest and enthusiasm works in class, sees the fruits of his labor and can appreciate them.

On the topic: methodological developments, presentations and notes

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